Implementing Evidence-Based Practices within Multi-Tiered Systems of Support to Promote Inclusive Secondary Classroom Settings

Autor/in	Mahoney, Michael
Titel	Implementing Evidence-Based Practices within Multi-Tiered Systems of Support to Promote Inclusive Secondary Classroom Settings
Quelle	In: Journal of Special Education Apprenticeship, 9 (2020) 1, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Evidence Based Practice; Inclusion; Secondary Education; Regular and Special Education Relationship; Teacher Competencies; Coaching (Performance); High School Teachers; Faculty Development; Students with Disabilities; Teaching Methods; Student Needs; Positive Behavior Supports; Response to Intervention; Feedback (Response); Teacher Role; Special Education Teachers + Suchen Sie Ihr Suchwort? Inklusion; Sekundarbereich; Lehrkunst; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen
Abstract	Research suggests that evidence-based practices (EBPs) implemented in secondary school settings will support the academic achievement of students with specific learning needs (Scruggs, Mastropieri, Berkeley, & Graetz, 2010). In order to effectively promote the use of EBPs in general education classroom settings, secondary schools are currently adopting multitiered systems of supports (MTSS) such as Positive Behavioral Interventions and Supports and Response to Intervention models (Fuchs & Fuchs, 2006; Sugai & Horner, 2006). However, secondary teachers' may have limited knowledge of EBPs and adequate training in the implementation of EBPs in general education classroom settings (Kutash, Duchnowski, & Lynn, 2009; Stormont, Reinke, & Herman, 2011). The purpose of this article is to describe the process of implementing EBPs within secondary MTSS models of inclusion. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01